Maths

Intent

At Coleridge Primary, we aim for every child to become fluent, confident and curious mathematicians. We ensure pupils:

• Secure strong number sense through Mastering Number
• Develop fluency, reasoning and problem-solving in every lesson
• Apply maths confidently across a range of contexts
• Build a positive mindset and enjoyment of maths through challenge, exploration and talk
• Gain the foundational knowledge needed for progression year on year

We are committed to equity and inclusion. All children are expected to achieve well and experience success in mathematics, including those who are disadvantaged or have SEND.

Implementation

Our approach is informed by the NCETM spine materials, Ready to Progress criteria and DfE prioritisation curriculum. Planning is sequential and cumulative, with pre-assessments used to inform teaching and identify gaps.

Key features of implementation:

• Whole-class teaching with high expectations for all learners
• Daily Mastering Number for number sense and fluency
• Retrieval practice embedded to secure foundational knowledge
• Bespoke times tables provision, informed by research, ensuring rapid recall (reflected in strong MTC outcomes)
• Manipulatives, scaffolds and representations used to support and deepen understanding
• Problem solving and reasoning threaded through all units to challenge every learner
• Pre- and post-assessments used to track progress and design targeted interventions
• Immediate and short-term intervention delivered to keep pupils on track
• Mathematical talk promoted through stem sentences, precise vocabulary and partner discussion

Teachers use assessment and feedback continuously to shape learning, address misconceptions and adapt provision.

Impact

As a result of this approach:

• Pupils have secure mathematical foundations and make strong progress from their starting points
• Gaps are identified early and addressed through pre/post assessments and timely intervention
• Children increasingly demonstrate fluency, flexibility and confidence
• Reasoning and problem-solving skills are evident in pupil work and discussion
• Times table fluency is strong, with MTC scores averaging 22/25
• Pupils talk positively about maths and show resilience and curiosity
• Children are well prepared for the next stage of learning

Our monitoring shows maths is taught consistently well across the school. Regular evaluation, staff development and curriculum refinement ensure continued improvement.

Mathematics at Coleridge Primary School

At Coleridge Primary School, we aim to equip all pupils with the skills and confidence to solve a wide range of problems through fluency with numbers and secure mathematical reasoning.

Our journey to improve the teaching and learning of mathematics for every child began in September 2018. Since then, several key elements have influenced improvements in attainment and progress in mathematics across the school.

Mathematics is led by Mrs J. Shaw, Maths Lead and Primary Maths Specialist for the South Yorkshire Maths Hub, who also travelled to Shanghai in 2019 to further research and develop our understanding of the mastery approach.

This document outlines our approach to the teaching and learning of mathematics at Coleridge and explains the rationale behind it.

Mathematics lessons

Whole Class Together

At Coleridge, we teach mathematics to whole classes and do not label children. Lessons are planned using information gathered from pre-assessments, which identify children’s existing knowledge and understanding.

Teachers plan small-step learning sequences based on this information, ensuring that all children are supported to access the same key concept at an appropriate level of challenge.

• Scaffolds and foundational practice are provided for pupils who are not yet secure, enabling them to strengthen core knowledge and skills.
• Challenge tasks deepen understanding for those who grasp concepts quickly.
• Formative assessment within lessons, alongside post-assessments, identifies any gaps in understanding.
• Interventions are then planned and delivered promptly to ensure pupils ‘keep up with the curriculum’ rather than fall behind.

All teaching and learning in mathematics is underpinned by the NCETM spine materials, Ready to Progress criteria, and the DfE Prioritisation materials. These frameworks ensure carefully sequenced progression, coherence, and consistency across all year groups. Teachers plan lessons in small, progressive steps that develop deep understanding and secure fluency in number and calculation.

Longer but Deeper

To ensure pupils develop secure and deep understanding, we spend longer exploring key concepts in greater depth rather than covering content superficially. This approach means progress may appear slower, but it ensures greater retention and stronger connections across mathematical topics. Using the prioritisation curriculum, we are ensure children are taught key foundational knowledge that will ensure they are ready to progress to the next year. Our approach to practice is not repetitive drill, but intelligent practice characterised by variation. Carefully chosen tasks help pupils apply concepts in multiple ways and deepen understanding.

Questioning

Teachers use precise mathematical language and probing questions to develop reasoning and understanding. Pupils are encouraged to respond in full sentences using sentence stems and talk frames.

Common questions include:
How do you know? Can you prove it? Are you sure? Can you represent it another way? What’s the same and what’s different? Can you explain that? What does your partner think?

Rapid Intervention

New learning builds on prior understanding. To maintain whole-class progression, any misconceptions or difficulties are addressed immediately through same-day or next-morning intervention, ensuring pupils are ready for new learning.

Basic Skills

Maths Mash Ups

To ensure retention and recall of key mathematical facts and concepts, pupils complete short daily sessions called Maths Mash Ups (10–15 minutes).

These sessions focus on rapid recall and reinforcement of ‘sticky knowledge’ across key mathematical areas such as:

• Number and place value
• Fractions, decimals and percentages
• Geometry and measure
• Statistics
• Time and calendar knowledge

Each session is split into short, fast-paced segments (2–3 minutes) designed to engage pupils and revisit previously taught content. These sessions ensure continual revisiting of prior knowledge, helping children embed fluency and retain key facts over time.

Mastering Number

The Mastering Number programme is delivered from Reception to Year 5 and focuses on developing factual fluency and number sense — enabling pupils to understand and manipulate numbers flexibly and efficiently.

The programme:

• Builds a deep understanding of number relationships and composition.
• Develops automatic recall of key facts such as bonds within 10 and 20.
• Strengthens pupils’ confidence and accuracy when working with numbers.

This strong foundation supports later success in arithmetic, reasoning, and problem-solving.
Pupils identified as needing further support in their number fluency receive targeted interventions to ensure they secure these fundamental skills before progressing.

Multiplication Facts

From Year 3 onwards, pupils take part in daily times table sessions designed to ensure rapid and accurate recall of multiplication and division facts.

These sessions include:

• Rote learning and repetition to secure fluency.
• Daily testing and retrieval practice to strengthen memory and confidence.
• Intervention sessions for those who show gaps in knowledge, ensuring all children develop secure number fact fluency.

Quick recall of multiplication facts underpins much of the mathematics curriculum and is vital for success in upper Key Stage 2 and beyond.

At Coleridge, our approach to mathematics is built on the belief that all children can achieve. Through mastery teaching, small-step progression, rapid intervention, and daily rehearsal of key facts, we ensure every child develops fluency, reasoning, and problem-solving skills, preparing them for lifelong mathematical success.

At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.

They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.

Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.

School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.

Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.

Some of the benefits of knowledge organisers

1. A knowledge organiser makes the teacher think hard about what will be taught.
2. Knowledge organisers are an endless source of meaningful homework activities.
3. Knowledge organisers are an excellent tool for inclusion.
4. Knowledge organisers create opportunities for spaced retrieval practice.
5. Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
6. Used appropriately, knowledge organisers can increase retention of facts

At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:

• Key vocabulary (linked to Progression of language)
• Key places and people
• Useful diagrams (as required for the topic)
• Key dates for a subject like history (e.g. when the two World Wars were)
• Key themes
• Important quotes
• Stem sentences for a subject like Science or Maths

We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.

If you would like any information about our knowledge organisers then please contact us at enquiries@coleridgeprimary.org

View the Progress Models for Maths

Maths progression of language

What is the MTC?

All Year 4 children in England take part in the Multiplication Tables Check (MTC) in the summer term (June) each year. The check is designed to see how well children can recall their times tables facts up to 12 × 12 — a key skill that supports confidence and success in maths as they move into Upper Key Stage 2 and beyond.

Why is the test important?

Knowing times tables by heart helps children with:

• More efficient problem-solving
• Faster and more accurate written and mental calculations
• Confidence when tackling new mathematical concepts

The test is not about catching children out — it simply helps teachers identify who might need a bit of extra support with their multiplication facts.

How the test works

• The check is completed online, using a computer or tablet.
• Children answer 25 questions on multiplication facts from the 2 to 12 times tables.
• Each question gives 6 seconds to answer, with a short pause before the next one.
• The test takes no more than 5 minutes to complete.
• Questions are randomly selected, focusing on the 6, 7, 8, 9 and 12 times tables.
• Results are shared with schools (not published nationally or compared publicly).
• Children complete practice sessions in school beforehand so they know what to expect.

How we prepare children at school

Throughout Key Stage 2, children take part in daily times tables sessions to build fluency and confidence. We also use TT Rock Stars and other engaging activities to make practice fun and meaningful. Teachers monitor progress closely and provide support where needed so that every child feels prepared and confident by the time of the check.

How you can help at home

• 🎵 Sing or chant times tables to music or rhythm.
• 🎮 Use TT Rock Stars or other online games for fun practice.
• 🧱 Build arrays with Lego, coins or counters to show multiplication patterns.
• 🔄 Mix up the questions (e.g. “What’s 8 × 7? What’s 12 × 6?”) to build recall.
• 📚 Use practice books or quiz cards to review facts together.

In summary

The Year 4 Multiplication Tables Check is a quick, low-pressure way for teachers to see how well children know their multiplication facts. With regular practice at school and at home, children can approach it with confidence — and build strong mathematical foundations for the future.

Calculation and Representation Guidance NPV WHOLE

Calculation and Representation Guidance M-D WHOLE

Calculation and Representation Guidance FRACTIONS WHOLE

Calculation and Representation Guidance A-S WHOLE

Jessica Shaw – China Exchange November 2019

At the beginning of November, after being selected as part of the DFE’s England-China exchange, I spent two weeks in Shanghai analysing and experiencing mathematics teaching at first hand. I was given the opportunity to spend time in two schools. A local Shanghai school which used government implemented text-books and scheme of work and an international which had devised its own textbooks around the accelerated progress of their children. We were welcomed into both schools and were immersed in their culture of learning and their continuous use of TRG discussions to analyse and improve the teaching of mathematics. This is a culture of learning and open door classrooms which has been developed over the last 10 years and is by no means a quick fix to rapidly improve the teaching of mathematics in the UK. I will discuss below some of the findings which were pertinent over the two weeks I spent in Shanghai.

Textbooks

All local schools in Shanghai follow the government implemented Shanghai textbooks which is given to teachers alongside ppts and a teacher guide. Children are given a practice book and text book which teachers use in most lessons. Because these lessons are so carefully structured, teachers are able to use these as a basis for their lesson and develop further challenge or support as is appropriate for their class. During our observations, many teachers would add real-life contexts and more complex problems to challenge their children. These textbooks always start at a low starting point and build to much more demanding content. One key concept is always introduced and maintained within each lesson so that teachers are not pressured to include too much: meaning children can concentrate on one key focus. There is a clear progression of skills throughout the textbooks so that teachers know exactly what has been taught before and where the learning is being taken. Because the same textbooks and ppts are used continuously over time, these lessons are stored and annotated and developed by each teacher so that they can be analysed and improved over time. I found it surprising that many teachers, who were part of the exchange, commented on identical lessons to the ones we had observed with small alterations or additions. We commented that going from school to school in the UK you may see a completely different topic or scheme of work in place and new lessons being created each year. Perhaps this is something to consider in creating a cohesive and progressive curriculum for the children in our communities.

TRG and lesson anaylsis

Throughout our specialist training, we have been coached and have facilitated TRG lesson analysis of which I can see the huge benefits for a more open and analytical study of lesson design around mathematics. However, to see this first hand showed me how a culture of shared learning and open-door policy can really vastly improve the teaching of mathematics. The Chinese teachers were so used to being observed and even filmed, that in one observation with 50 students there was 30 observers – some of whom were even hanging in the window, that they were not perturbed by this as they are continuously using the observations as a way to continuously design and improve lessons over time. After each lesson, a discussion was had around the session, where the teacher described the lesson focus; any potential misconceptions; the teaching process and any additions and alterations they had made with their reasoning behind their choices. After this analysis, each observer would comment on something they had noticed about the mathematics within the session. Because these teachers will often watch the same lesson multiple times over their years in the profession, they are continuously ensuring that they are learning from one another and that their lessons are improved by a shared discussion of children’s learning and the improvements on lesson design. In one seminar, we took part in a lesson which looked at the use of the number line using fractions. In this study, two planning sessions took place, the lesson was taught twice and then the lesson was analysed and reviewed. This shows the real dedication to improvements of key structures and models that will support the children in their understanding of mathematics.

Lesson length

Each lesson was precisely timed to 38 minutes and this was stuck to with rigour. Each lesson would end and start with music and would begin with the Chinese ‘eye exercises.’ This happens in all schools and children are focused and ready to learn at the beginning of each session. The lesson progress quickly from a low starting point to very challenging content. Chinese maths teacher in primary only teach this subject and teach around 2-4 lessons per day. After this session, children are asked to complete independent work and homework in order to consolidate the learning done in class. Therefore, when the teachers are not in class they are marking books, adapting planning or observing as part of a TRG.

Lesson structure

Observations showed that all lessons began with a key lesson focus. Often lessons would begin with a real-life focus, especially in KS1, to ensure that children were engaged and that purpose was given to their learning. Most lessons involved a practical group activity which included rich mathematical talk. This was something I didn’t expect to see and was surprised how active and fast paced the sessions were. Children were asked to share their ideas by standing up and sharing it with the class if they were chosen after their hand was raised. The teachers always knew the answers they wanted and instead of praising answers that were incorrect they would move onto someone with the correct answer. This is something which is rather different in English schools and an interesting point to consider. Do we over-praise children when they give an answer which irrelevant or incorrect? Often key learning points and generalisations would be placed on the right-side of the board. These would be repeated by a child, then to their partner and then as a whole class. Any equations or jottings would be placed on the left of the board. At the end of each session, children would be asked what t had learnt and would use these generalisations to summarise what they had learnt. Most lessons included a reasoning question to consolidate and challenge learners and these would come in the form of true or false and multiple choice questioning. The visualiser was used in all lessons and was so important in children being able to share their ideas and for the teachers to address any misconceptions; it was also a great tool to show a variety of possibilities in problem solving.

Number sense

Something that really struck me during my time in Shanghai was the quick recall of number facts throughout our observations. Children were never held back by their ability to calculate mentally which meant that as the content became harder they were able to handle it with ease. The below table shows how Chinese children learn their multiplication facts. When I asked the maths lead why children knew their multiplication facts so well, he noted that often children start school and have already learnt these facts. Chinese children understand commutativity and number facts in such a deep way that they only need to learn 45 facts to know their tables instead of our 144 facts. The language is also much easier for them to learn. Instead of saying, ‘one times one is one’ the children will simply say ‘one, one, one.’ In Chinese, 22 (twenty-two) is said, ‘two tens and two,’ meaning place value is something that is far easier for the children to understand. In geometry, quadrilaterals are called quadrangles meaning children can more easily link them with triangles and their properties.

Although a culture of learning and the importance of education it clearly instilled into the people China, this should not be something that deters us from learning from the Shanghai teachers and their teaching of mathematics. The continuous analysis and development of mathematics that has taken place over the past 10 years is something that should be admired and I feel very privileged to have witnessed this first-hand. I know that the importance of number sense and our children’s knowledge of key facts should be paramount in ensuring that children can develop their understanding of mathematics. The culture of learning from one another and sharing best practices to analyse and carefully craft lessons is so important in moving the teaching of mathematics forward. Finally, small steps are so important to ensure all children are kept together, but this must build to a challenging point where children are able apply their knowledge to different real-life contexts. Their carefully crafted lesson design and the children’s secure understanding of key facts means that the children of China are receiving an in depth understanding from the teaching of mathematics.